Journal of Medical Education and Curricular Development

Objectives To explore whether training on the SICG-Peds© (Serious Illness Guide for Pediatrics) impacts a pediatric clinician's confidence and knowledge in participating and initiating/leading difficult conversations with families of children living with a serious illness. Methods Over 2 years, clinicians from BC and Ontario who care for children with serious illnesses attended training workshops on the SICG-Peds©. These workshops were evaluated using pre- and post-workshop questionnaires. Participants reported confidence scores on a scale of 1 to 10. Results In total, 134 and 140 clinicians attended the workshops in BC and Ontario, respectively. The majority of clinicians who completed the immediate post-workshop survey ( N = 223, 94.5%), responded that the content enhanced their knowledge about pediatric serious illness conversations (SIC). Confidence scores in initiating/leading a SIC significantly increased from median 5 (interquartile range [IQR] 3-7) pre-workshop to 7 (IQR 7-9) immediately post-workshop ( P &lt; .0001). Confidence scores in participating as a non-leader in a SIC also significantly increased from median 7 (IQR 6-9) pre-workshop to median 8 (IQR 7-9) immediately post-workshop ( P &lt; .0001). Conclusions Overall, these workshops significantly improved participants’ confidence. Effectiveness and knowledge enhancement were other areas where the majority of participants reported positive improvements. Areas for continued support were identified as more mentoring, and training for supporting the guide's use in a clinical setting.

Camara van Breemen

Nadine Lusney

Megan Doherty

Elisa Castro-Noriega

Harold (Hal) Siden

Education Initiative for Essential Conversations with Parents—Serious Illness Guide for Pediatrics (SICG-Peds©-Peds)

教育倡议：与父母进行关键对话——儿科重症疾病指南（SICG-Peds©-Peds）

Objective To report the selection criteria important to residency program directors (PDs) and whether they believe pass/fail scoring will impact underrepresented in medicine (URM), International Medical Graduate (IMG), or osteopathic (DO) residency applicants after the United States Medical Licensing Examination (USMLE) changed Step 1 score reporting to pass/fail in January 2022. Methods A Qualtrics survey was sent between August 2022 and January 2023 to 1141 US PDs from specialties with traditionally low residency selection rates: dermatology, ophthalmology, otolaryngology, orthopedic surgery, neurosurgery, interventional radiology, diagnostic radiology, radiation oncology, thoracic surgery, vascular surgery, plastic surgery, and urology. Contact information was obtained from AMA, FRIEDA, or program websites. Results We received 433 responses (38%). When asked to anticipate the difficulty student groups will face matching into their specialty, PDs reported: for URM, 24.0% increased, 46.0% unchanged, and 30.0% decreased; for DO, 49.19% increased, 44.58% unchanged, and 6.23% decreased and for IMG, 56.35% increased, 39.72% unchanged, and 3.93% decreased. When asked to rank the most important selection factors, the top two responses were Step 2 CK score and away rotation participation at their site. Conclusion PDs overwhelmingly believed residency selection difficulty would either increase or remain unchanged for DO (93.77%) and IMG (96.07%). In contrast, 76.0% reported difficulty for URM students would either decrease or remain unchanged. PDs ranked Step 2 CK score and away rotation participation as the most important selection factors. Despite PDs’ belief that the Step 1 pass/fail scoring system may mitigate one barrier for URM students, emphasis on Step 2 CK and away rotations place additional barriers.

Rebecca Kindler

Julia Kahn

Anaz Uddin

Kristina H Petersen

Underrepresented Applicants Post-USMLE Pass/Fail: A National Survey of Competitive Residency Directors

美国执业医师资格考试及格/不及格后代表性不足的申请者：一项针对竞争性住院医师项目主任的全国调查

OBJECTIVES This study aimed to evaluate the impact of formative assessment with case-based constructed-response question (CRQ) formats on student performance on the final summative assessment in the second-year periodontics course. METHODS Classroom quizzes with case-based CRQs were implemented as the formative assessment during the course. Each student received feedback on their responses from the course director. After all students (N = 128) took the second-year final examination, the Friedman test was conducted to compare student performances in each assessment over time. The multiple linear regression (MLR) model was used to evaluate the association between the second-year final examination score and plausible predictors—student gender, the second-year formative and midterm examination scores, and time spent on the final examination. RESULTS The mean % scores in the formative assessment (51) and midterm (84) examination were significantly lower than that of the final (87) examination ( P &lt; .01). The number of students who failed the final (6) examination was significantly lower than the midterm (16) examination ( P = .03). The midterm ( P &lt; .0001) and the formative assessment ( P = .0009) scores significantly affected the second-year final examination score while student gender ( P = .59) and time spending ( P = .83) showed no correlations. CONCLUSION Within the limitations of the study, student performance on case-based CRQs was correlated with student performance on the summative assessment.

Deborah Jones

Se-Lim Oh

Correlation Between Student Performances on Case-Based Constructed-Response Formative Assessment and Summative Assessment

基于案例的建构反应型形成性评估与总结性评估中学生表现的相关性

Proficiency in medical writing and publishing is essential for medical researchers. Workshops can play a valuable role in addressing these issues. However, there is a lack of systematic summaries of evidence on the evaluation of their impacts. So, in this systematic review, we aimed to evaluate all articles published on the impact of such workshops worldwide.

Behrooz Astaneh

Ream Abdullah

Vala Astaneh

Sana Gupta

Hadi Raeisi Shahraki

Aminreza Asadollahifar

Gordon Guaytt

Impact of Performing Medical Writing/Publishing Workshops: A Systematic Survey and Meta-Analysis

开展医学写作/出版研讨会的影响：一项系统调查与Meta分析

The growing demand for medical professionals in undergraduate and graduate/postgraduate medical education to attain comprehensive health training has not abated and necessitates the development of curricula encompassing relevant issues pertaining to clinical practice as well as the educational context. Therefore, diversity in learning activities should be embedded in a teaching curriculum to achieve the required competencies. This includes considering at least the following during the design and analysis of a teaching curriculum: Harden's ten questions to be posed when designing a curriculum; Canadian Medical Education Directives for Specialists (CanMEDS) competency framework which has been approved by the Royal College of Physicians and Surgeons of Canada; 21st-century skills; Diana Laurilliard's conversational framework; and general quality measures to improve diversity in a teaching curriculum.

Habiba Ishmail

Nnabuike Chibuoke Ngene

Improving Diversity in Learning Activities in a Teaching Curriculum in Higher Medical Education

提高高等医学教育教学课程中学习活动的多样性

Abbreviation	J. Med. Educ. Curric. Dev.
Journal Impact	2.06
Quartiles(Global)	EDUCATION, SCIENTIFIC DISCIPLINES(Q2)

Publication Information	Publisher: SAGE Publications，Publishing cycle: ，Journal Type: journal，Open Access Journals: Yes
Basic data	Year of publication: 2014，Proportion of original research papers: 92.86%，Self Citation Rate:0.00%， Gold OA Rate: 96.30%
Journal Fees	$2500Details
Average review cycle	网友分享经验：8 Weeks

Journal of Medical Education and Curricular Development

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Education Initiative for Essential Conversations with Parents—Serious Illness Guide for Pediatrics (SICG-Peds©-Peds)

Underrepresented Applicants Post-USMLE Pass/Fail: A National Survey of Competitive Residency Directors

Correlation Between Student Performances on Case-Based Constructed-Response Formative Assessment and Summative Assessment

Impact of Performing Medical Writing/Publishing Workshops: A Systematic Survey and Meta-Analysis

Improving Diversity in Learning Activities in a Teaching Curriculum in Higher Medical Education

Education Initiative for Essential Conversations with Parents—Serious Illness Guide for Pediatrics (SICG-Peds©-Peds)

Underrepresented Applicants Post-USMLE Pass/Fail: A National Survey of Competitive Residency Directors

Correlation Between Student Performances on Case-Based Constructed-Response Formative Assessment and Summative Assessment

Impact of Performing Medical Writing/Publishing Workshops: A Systematic Survey and Meta-Analysis

Improving Diversity in Learning Activities in a Teaching Curriculum in Higher Medical Education